This collection takes a long, hard look at international schooling and how such branding has been stretched, compromised, challenged and changed over the last forty years while appetites for its services have flourished. Authors with a variety of perspectives and stakes look both backwards and forwards, reflecting on how this sector has become a victim of its own success, its idealism prey to the market logics currently at play across all educational sectors. The book reveals a maturing field of enquiry asking more difficult and searching questions, in particular around the politics of language, curricular enactment and the place of international curricula such as the IB in globalising times. Teachers and school leaders in this sector will find this a valuable tool to help reflect on what the changes underway might mean for their practice and mission. * Catherine Doherty, Senior Research Fellow, School of Cultural and Professional Learning, Queensland University of Technology, Australia * We are entering an era that has not only witnessed the exponential rise of international schools worldwide, but the simultaneous interest in international and global education being embraced by more and more schools in the public sector. Pearce and his colleagues have compiled an invaluable resource that provides essential reading for both those new to the field as well as the practising international educator. An exceptional array of contributing authors present, in one concise volume, a forty-year retrospective of the evolution of international schools, major historical developments and challenges facing the field, current research, and latest thinking in the field of international education and schooling. A must-read for anyone interested in the field of international education. * Kenneth Cushner, Professor of Education, Kent State University, USA * Richard Pearce has put together a set of essays that considerably advances our understanding of the increasingly complex world of international schools at a time when the increasing complexity and diversity of such schools makes critical analysis crucially important. The emerging issues are addressed with admirable clarity. * Richard Bates, Professor Emeritus, School of Education, Deakin University, Australia * International Education and Schools presents a set of informative and provocative chapters on international education as derived from historical and present-day contexts of international schools. The books contributors have long-standing experience in the field of international schools. They bring theory and practice together to generate insights for enhancing conceptions, research and/or practices of international education, given both the heightened presence of, and emergent challenges for, international education in a globalizing world. * Paul Tarc, Assistant Professor in Education, Western University, Canada *
